Tales from the Art Side Art Blog

I really love teaching kids art, especially drawing. Part of the reason for my enthusiasm, as I've been rambling on about in my last three blogs, is the fact that there is almost as much aesthetic philosophy to the course as there are hands-on skills to learn. As a result of my eagerness to teach the course, I do a fair amount of recruiting to build interest in the class since it is often overlooked. What's interesting is that the class is almost unanimously neglected by students for the same reason. Even more unfortunate is the fact that the reasoning behind the rationale to not enroll in a drawing class is fundamentally inaccurate. So one of the professional responsibilities I've taken upon myself is to do what I can to try and dispel The Drawing Myth.

As I see it, the average person'??s understanding of drawing is that it is a technical skill you are either born with or not.
Thereby, if you are one of the unfortunate majority who lacks this creative gift, there is no sense in bothering to take a class on the subject.
I encounter this belief countless times every semester when encouraging a student to take a drawing class. "I can't take drawing," they inform me, "because I don't draw very well." This logic is so tragically flawed that it borders on being laughable, especially when compared to the thinking behind why one would take any other course of study. I usually reply with a comparison to learning a new language. Before taking a class in Japanese, for example, there is no expectation of prior knowledge or ability in speaking Japanese. (other than perhaps, "Domo arigato, Mr. Roboto!") Obviously, that is why a course of study is pursued, to learn a specific skill or knowledge set. Why then do people unnecessarily place the burden of prior talent upon themselves in advance of a drawing class? I believe it is because their perception has been tainted by The Drawing Myth.

What then is the source of this myth, and how has it continued to propagate? I think the principal culprit is the inconsistency or absence of art instruction in the later grades of primary school education.
If you've ever had the privilege of being around very young children making art, you know that they pour themselves into the activity with an unmatched level of excitement that is positively contagious. Art education at this early stage is unquestionably important, but is also more about supplying materials and then staying out of their way, creatively speaking. We have far more to learn from them, than they from us. (but that's another blog.)

Gradually, as a child's formal thinking skills develop, they begin to realize that their drawings do not portray the world around them as accurately as they would like. This is when quality art education is perhaps most crucial, and unfortunately, it is always where it is most deficient. So as our young drawers are becoming aware of their own inabilities, as well as becoming increasing self-conscious about the opinion of their peers, many opt to completely disengage from the activity entirely. This is why we have Nobel Prize winners who still draw stick figures. In fact, a surprisingly large majority of adults draw at around a 6th grade level simply because no one ever taught them otherwise.

It's easy to see then how this myth continues to plague generation after generation.
When most people have great difficulty drawing, those that do have a natural affinity for it seem like a chosen few, a rare group of select individuals with an inherent gift. And while it is true that some people do seem to pick up drawing easier than others, the fact remains, drawing is a skill that absolutely anyone can acquire. It is merely a rehearsed series of movements between the eye and the hand. The old adage that if you can write you can draw is infallibly correct. Anyone can learn to draw. And what's more, you don't need to know how to draw well, even a little bit, in order to learn. In fact, all you need is a desire to learn.

So what do we, as artists and lovers or art, do about this myth? Whatever we can! Encourage friends and family who have shown an interest to take a class or read a book. Share the benefits of drawing as an invaluable therapeutic outlet for expression and personal growth. Teach, whether it be a formal class or sharing some tips one on one with close friend. In the end, the most important thing we can do is try and not continue to perpetuate this myth by our own actions and attitudes.
There are certainly those in the art community that enjoy basking in the inaccuracy that what we do is somehow privy to only an elite group of elevated individuals. In my mind, that mentality is detestable. Art is something you need not make a living at to benefit from personally. And to not encourage others to experience the joy that can be derived from this self-explorative activity we call art, is nothing short of selfish. And so as part of my effort, I challenge anyone reading this to make your own attempt at doing something to help discredit The Drawing Myth.

COMMENTS

I just discovered your comment/question tonight. As far as encouraging the students I do a few things, beginning with a pre-instruction drawing on the second day of class. This too is straight from Betty Edwards. But I file those away and whenever they are feeling discouraged or trying to compare their drawing to someone else's, I get those first drawings out. When they compare their current progress with their pre-instruction drawings, that usually perks up their self esteem and keeps them motivated.

I also make a big deal early on about the fact while I guarantee improvement, it doesn't come easy. It's going to be hard work, but just a different kind of hard work than they are accoumsted to from a Math or Science class. I usually use a marathon metaphor. If they decided to run a marathon, they wouldn't just show up the day of the race and expect to perform well. It takes a great deal of training and practice. Learning to draw well is much the same.

I also put a lot of thought and effort into keeping the class relaxed and fun. I know drawing has the risk, especially for high school students, of becoming the boring art class. So I really push myself to keep the class engaging and enjoyable, which seems to help with their interest, and in turn, their efforts.

We also have a weekly art history component (see my Daily Dose blog) that puts a variety of professional illustrations in front of the kids. This helps encourage them and make them aware of how diverse of a subject drawing can be. We've also added a new element to this in which every other week we take one day and have the students present quick five minute website reports on famous illustrators they've found on their own. This again makes them aware of the range of illustrative styles and provides a wealth of art from which the students can potentially be inspired.

I feel like I'm rambling and I'm not sure if I've said anything helpful. But feel free to email me if there is anything else I can do to help.

Three cheers, man! I teach middle school art and if I was given a nickel for every time I have heard "I can't draw"...I could retire. I agree with you wholeheartedly.
My question to you is this; other than your pep talk about "The Drawing Myth", how do you inspire the learner who is reluctant to put forth the effort to produce quality work? For some reason they expect the process to be effortless, as they've observed from a "natural" artist. As you've mentioned, there are a few that seem to have natural ability, yet the others have practiced and improved through a desire to learn. I am now replying with, "If you really can't draw, I need a doctor's note to explain your disability, because anyone can draw! Just give me your best effort."
I think the issue might be that they haven't become acquainted with applying effort and energy to any project. Do you have any great suggestions to inspire this student? I could use the help and they could use a muse for inspiration.

Hi Michael- Thank you for your post. I admire the positive action of inspiring others to give drawing a chance. Gary makes an interesting point about drawing being a cheap thrill too. I agree, there is a reward that we feel mentally and physically when drawing which inspires us to continue. Have you worked with Kimon Nicolaides' "The Natural Way to Draw"? I tried to finish all the exercises but made it 3/4 of the way through the book. I am not sure I would recommend anyone try to complete this Herculean course of study but almost all of the exercises were very effective and gave a real creative rush to the artist. Thanks- Zander

In the late 1970's a book called Drawing On The Right Side Of The Brain by Betty Edwards came out and I bought it. I knew I had some drawing skill, but still lacked a lot of confidence. Then I did some of the exercises in the book and was startled by the results. I especially responded to the exercise where you take a picture, turn it upside down and begin to draw. It took a little leap of faith to try it. Last year I sent my copy of the book to a friend who was just starting to take up drawing and she is still drawing and planning on taking a couple of art classes. If you don't already have a copy of the book, you should consider getting it and introducing it to your class. It is geared towards just the audience you are trying to convert: people who believe in The Drawing Myth.

Art is a language, but unlike writing with words - nouns verbs and adjectives - drawings use lines, highlights and shadows to "say" things. If nothing else, students should want to learn a few simple rules because rules are fun to break. Chances are theyâll find that theyâre better at drawing than they thought. Either way theyâll learn something in spite of their doubts. Iâm not a teacher (some would say no artist either - ha), I just like to draw, as you know, Mike.

Hand-eye coordination is a mind-expanding activity and a cheap thrill. To anyone who thinks theyâre no good at, just take a look at my sketches: Youâll be saying, âI can do better than thatâ in no time flat. Artistic license being what it is, you donât need much skill to make art, you just need to see the world projected inside of your head and map that scenario onto paper. Itâs a trip worth taking and if it doesnât work for you then you can always say âbeen there, done that.â Meanwhile, frame that cerebral landscape you just doodled up and hang it on the wall. Itâs real art.

I am going to print this out and post it on the bulletin board in the hallway at the High School I teach at presently. Everything you said I agree with. I used to teach at a grammar school K - 8 and the eighth grade just graduated this June. These students were special to me because they were the kindergarteners when I started working there. Unfortunately, last year, I had to leave them for my present job but I realized what I left behind me at that school, which is Holy Name School in Chicopee MA, was an entire student body that did art every year they were there. I had little kids 2nd & 3rd grade drawing still life set ups. They loved it. I hope this experience will encourage them to pursue art in High School and keep it with them always.

Oh does this sound familiar! When I hear "I can't draw a straight line." My response is always "Neither can I. I have to use a ruler." I confess, I AM an artist and I struggle with drawing especially if I haven't done it for a while. It most certainly is a skill that with practice gets better and better. Once, I was roped into teaching a children's class in drawing during a summer session. I protested, I don't teach children and certainly not drawing. I ended up doing it anyway and I had to draw (no pun intended)on all my art school experience, books and articles to put together a lesson plan. Drawing roughly 4 full hours a day for two weeks was daunting but we had a blast, drawing outdoors and in, still lifes and figures. Guess who's drawing skills improved dramatically over those 2 weeks?
No one does anything very well at first in any discipline. To improve you have to practice. When I get home this afternoon I'm getting out my sketchbook.

Michael, you are so right about the barrier that people put up by assuming drawing is an inborn skill akin to having the ability to roll ones tongue or not. But is it so much different from the people who proclaim that they never could lean math? Wouldn't it be wonderful if we could bring up kids to simply say "I can learn..." fill it in as you will because they had discovered the power within themselves to learn almost anything.
Now, as to your challenge, I promise next time I offer a drawing class I shall advertise a return of class fees to anyone who still feels they "cannot draw" after what--maybe six sessions? --Caroline

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